'The New Segregation': Gender, Sexual Orientation and Immigration · 'Civil Discourse': New curriculum helps students explore divisive issues · 'I'm Not Biased': Steps to deepen our cultural understanding
The great promise of the 1954 landmark U. S. Supreme Court decision in Brown v. Board of Education was that children would grow up together in integrated schools. They would prove the segregationists wrong. Black children and white children would learn to respect one another as equals and bring down the walls of racial separation. Through the efforts of our children, our nation would live up to the ideals of equality and justice for all.
Part of the Why I Teach essay series.
New curriculum offers step-by-step lessons for engaging in effective argument on divisive issues.
Where schools are still separate and unequal, parents often look beyond their local school for solutions. But when you’re the only person of color in your class, school can become a struggle between two worlds.
In third grade, Julia Horsman’s entire science project consisted of being herded outside with the other kids with disabilities and rolling soda cans down a ramp, some empty, some full, to see which would travel farther and faster.
Gender-segregated classrooms are on the rise in the U.S. — especially the Southeast — but research regarding their effectiveness remains inconclusive.
America’s schools are more segregated now than they were in the late 1960s. More than 50 years after Brown v. Board of Education, we need to radically rethink the meaning of “school choice.”
By letting students ‘do’ history for themselves
Some people argue “gay-friendly” schools offer needless segregation. Others say they’re the only chance some kids have to make it.
Charter schools tailored to the needs of newly arrived immigrants are getting a lot of attention. But are they working? And will they lead to a new kind of segregation?
A simple writing assignment sharpens students’ minds — and challenges their biases.
No Child Left Behind is plunging many English language learners into the educational mainstream — and sometimes getting them in over their heads. Teacher collaboration may help such students stay afloat.
‘Encounter experiences’ help pre-service and practicing teachers confront their attitudes about race and privilege.